Empirical Study of Differentiated Learning Using The Moodle Platform on Personalized Informatics Subjects in Vocational High Schools

This study aims to examine the implementation of differentiated learning using Moodles Learning Management System (LMS), through personalised learning and describe student responses. The method used is qualitative descriptive. Direct interviews of student representatives were conducted to find out responses to differentiated learning. Personalised learning is used by utilizing the Moodle feature in configuring teaching materials to facilitate student learning preferences which are packaged in three types as a manifestation of content differentiation and configuration on formative and remedial summative tests as a form of process differentiation. The results showed that: 1) differentiated learning patterns were found, where each student had varied learning patterns and preferences on the teaching material provided; 2) process differentiation successfully facilitates diverse student learning abilities to achieve learning completeness; 3) Students respond positively to differentiated learning based on: distinctive learning preferences, material availability, readiness to learn, learning speed, and opportunity to complete learning. This study specifically explains how the personalized Moodle LMS configuration can be used in facilitating differentiated learning in terms of content and process, as well as the existence of elements of its pedagogical approach in carrying out online learning through LMS and in learning face-to-face in class, which begins with a learning analysis of the Moodle LMS database as a consideration to determine an adaptive classroom learning design.